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From the perspective of social cognitive theory, the motivation of students to learn science in college courses was examined. The students—367 science majors and 313 nonscience majors—responded to the Science Motivation Questionnaire II, which assessed five motivation components: intrinsic motivation, self‐determination, self‐efficacy, career motivation, and grade motivation. Exploratory and confirmatory factor analyses provided evidence of questionnaire construct validity. The motivation components, especially self‐efficacy, were related to the students' college science grade point averages. The science majors scored higher than the nonscience majors on all of the motivation components. Among both science majors and nonscience majors, men had higher self‐efficacy than women, and women had higher self‐determination than men. The findings suggest that the questionnaire is a valid and efficient tool for assessing components of students' motivation to learn science in college courses, and that the components play a role in students' science achievement. © 2011 Wiley Periodicals, Inc. J Res Sci Teach 48: 1159–1176, 2011 相似文献
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Lia M. Daniels Cheryl Poth Chiara Papile Marnie Hutchison 《Educational Assessment》2013,18(2):139-158
Building on Snow's (1989) idea of 2 pathways to achievement outcomes, a performance and a commitment pathway, this study examined how cognitive and motivational factors associated with each of these pathways, respectively, contributed to the prediction of achievement outcomes in science. The sample consisted of 491 10th- and 11th-grade high school students. Results of hierarchical regression analyses showed that (a) students' cognitive abilities were the strongest predictors of their performance in science as measured by standardized test scores; (b) motivational processes enhanced the predictive validity for science test scores and grades beyond the variance accounted for by ability; and (c) motivational processes were the strongest predictors of students' commitment to science in the form of situational engagement and anticipated choices of science-related college majors and careers. These results are consistent with Snow's (1989) conjecture that both performance and commitment pathway-related factors are necessary for understanding the full range of person-level inputs to achievement outcomes. 相似文献
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Susan Bobbitt Nolen 《科学教学研究杂志》2003,40(4):347-368
In a study of the relationship between high school students' perceptions of their science learning environments and their motivation, learning strategies, and achievement, 377 students in 22 introductory science classrooms completed surveys in the fall and spring of their ninth‐grade year. Hierarchical linear regression was used to model the effects of variables at both the classroom and individual level simultaneously. High intraclass agreement (indicated by high parameter reliability) on all classroom environment measures indicated that students shared perceptions of the classroom learning environment. Controlling for other factors, shared perceptions that only the most able could succeed in science classrooms and that instruction was fast‐paced and focused on correct answers negatively predicted science achievement, as measured on a districtwide curriculum‐linked test. Shared perceptions that classrooms focused on understanding and independent thinking positively predicted students' self‐reported satisfaction with learning. Implications of these results for both teaching and research into classroom environments are discussed. © 2003 Wiley Periodicals, Inc. J Res Sci Teach 40: 347–368, 2003 相似文献
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Natalie A. Tran 《International Journal of Science Education》2013,35(12):1625-1651
This study examined the relationship between students' out‐of‐school experiences and various factors associated with science learning. Participants were 1,014 students from two urban high schools (secondary schools). They completed a survey questionnaire and science assessment describing their science learning experiences across contexts and science understanding. Using multilevel statistical modelling, accounting for the multilevel structure of the data with students (Level 1) assigned to teachers (Level 2), the results indicated that controlling for student and classroom factors, students' ability to make connections between in‐school and out‐of‐school science experiences was associated with positive learning outcomes such as achievement, interest in science, careers in science, self‐efficacy, perseverance, and effort in learning science. Teacher practice connecting to students' out‐of‐school experiences was negatively associated with student achievement but has no association with other outcome measures. The mixed results found in this study alert us to issues and opportunities concerning the integration of students' out‐of‐school experiences to classroom instruction, and ultimately improving our understanding of science learning across contexts. 相似文献
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This study explored factors predicting the extent to which high school students (N = 140) acquired meaningful understanding of the biological topics of meiosis, the Punnett-square method, and the relationships between these topics. This study (a) examined mental modeling as a technique for measuring students' meaningful understanding of the topics, (b) measured students' predisposed, generalized tendency to learn meaningfully (meaningful learning orientation), (c) determined the extent to which students' meaningful learning orientation predicted meaningful understanding beyond that predicted by aptitude and achievement motivation, (d) experimentally tested two instructional treatments (relationships presented to students, relationships generated by students), (e) explored the relationships of meaningful learning orientation, prior knowledge, instructional treatment, and all interactions of these variables in predicting meaningful understanding. The results of correlations and multiple regressions indicated that meaningful learning orientation contributed to students' attainment of meaningful understanding independent of aptitude and achievement motivation. Meaningful learning orientation and prior knowledge interacted in unique ways for each topic to predict students' attainment of meaningful understanding. Instructional treatment had relatively little relationship to students' acquisition of meaningful understanding, except for learners midrange between meaningful and rote. These findings imply that a meaningful learning approach among students may be important, perhaps as much or more than aptitude and achievement motivation, for their acquisition of interrelated, meaningful understandings of science. 相似文献
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The purpose of this study is to explore students' self‐regulation and teachers' influence in science and to examine interplay between ethnicity and gender. Analysis of data from seven Oslo schools (1112 sampled students in the first year of high school) shows that the ethnic minority students reported using learning strategies in science more intensively than ethnic majority students and they had a stronger motivation to learn science. Ethnic majority students are defined here as students who were born in Norway and have at least one parent born in Norway. The study also shows that minority students generally evaluate their science teacher's influence on their learning more positively than the majority. The strongest interplay effects between gender and ethnicity are found in students' perceptions of the relevance of science, as well as their degree of negative responses to the pressure to learn science. 相似文献
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Christine R. Starr Lisa Hunter Robin Dunkin Susanna Honig Rafael Palomino Campbell Leaper 《科学教学研究杂志》2020,57(7):1093-1118
Our short-term longitudinal study explored undergraduate students' experiences with performing authentic science practices in the classroom in relation to their science achievement and course grades. In addition, classroom experiences (felt recognition as a scientist and perceived classroom climate) and changes over a 10-week academic term in STEM (science, technology, engineering, and mathematics) identity and motivation were tested as mediators. The sample comprised 1,079 undergraduate students from introductory biology classrooms (65.4% women, 37.6% Asian, 30.2% White, 25.1% Latinx). Using structural equation modeling (SEM), our hypothesized model was confirmed while controlling for class size and GPA. Performing science practices (e.g., hypothesizing or explaining results) positively predicted students' felt recognition as a scientist; and felt recognition positively predicted perceived classroom climate. In turn, felt recognition and classroom climate predicted increases over time in students' STEM motivation (expectancy-value beliefs), STEM identity, and STEM career aspirations. Finally, these factors predicted students' course grade. Both recognition as a scientist and positive classroom climate were more strongly related to outcomes among underrepresented minority (URM) students. Findings have implications for why large-format courses that emphasize opportunities for students to learn science practices are related to positive STEM outcomes, as well as why they may prove especially helpful for URM students. Practical implications include the importance of recognition as a scientist from professors, teaching assistants, and classmates in addition to curriculum that engages students in the authentic practices of science. 相似文献
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The study examined the differences in cognitive styles between two comparable groups of students at the Grade 9 (Secondary 3) level, namely the LSS (Lower Secondary Science) group who had been exposed to the practical-based, inquiry-oriented type of science and the non-LSS group of students who had studied the more traditional type of science in the “old” science curriculum. Their differences in science achievement are measured by the common IEA Science Paper-Pencil, Multiple Choice Criterion Test and also, by the Science Process or Practical Test (which measured three levels of process skills, such as the observation/manipulation, reasoning and investigation skills). Variance in science achievement thus measured is examined against the 4 cognitive preference styles of the students, (measured by the Combined Cognitive Preference Inventory) namely the “recall”, “principles”, “applications” and “questioning” modes of thinking. The findings indicated that (a) the attainment of the science process or practical skills was characterised by the type of science curriculum (LSS or non-LSS) and it was significantly associated with the achievement level of students, (b) the cognitive preference pattern covaried according to the students' level of science achievement and the type of curriculum and (c) the weak but significant relationship between performance in the science practical skills and the students' modes of cognitive style have important implications for teachers who are concerned about the intended effects of changes in the science curriculum on the consequent learning behaviour or cognitive outcome of their students. 相似文献
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All students need to learn how to read, write, solve mathematics problems, and understand and apply scientific principles to succeed in college and/or careers. The challenges posed by entry-level career fields are no less daunting than those posed by college-level study. Thus, career and technical education students must learn effective math, literacy, and scientific concepts and processes. The National Center for Career and Technical Education Research completed three separate experimental design studies about the integration of math, literacy, and science in CTE courses. Across the studies, integration of core academics in CTE courses improved students' academic achievement as measured by standardized assessments. 相似文献
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Muhammet Mustafa Alpaslan 《The Journal of educational research》2017,110(4):405-414
The purpose of the study was to determine the level of the relationship among Turkish elementary school students' personal epistemologies, motivation, learning strategies, and achievements in science. A total of 322 fifth-grade students participated in the study. Results from the structural equation modeling showed that students' personal epistemologies influence both their motivation and metacognitive strategies in science learning. Viewing scientific knowledge as constructed by the learner contributes to the students having high motivations, high science achievement, and the ability to engage metacognitively in learning tasks. 相似文献
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Päivi H. Taskinen Kerstin Schütte Manfred Prenzel 《Educational Research and Evaluation》2013,19(8):717-733
Many researchers consider a lacking interest in science and the students' belief that science is too demanding as major reasons why young people do not strive for science-related careers. In this article, we first delineated a theoretical framework to investigate the importance of interest, self-concept, and school factors regarding students' career preferences. Then, we tested the expected effects on a sample of German 9th-grade students (N = 7,813). We focused on two school factors: the amount of (additional) science activities and the real-life applications in science classes. The multi-level analysis showed that school factors were highly relevant for the students' interest in science and science self-concept. In turn, interest in science and science self-concept affect the students' interest in science-related careers. We conclude that focusing on the link between individual and school characteristics is important for the understanding of students' interest in science-related careers. 相似文献
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The role of high school racial composition and opportunities to learn in students' STEM college participation 
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下载免费PDF全文 Martha Cecilia Bottia Roslyn Arlin Mickelson Jason Giersch Elizabeth Stearns Stephanie Moller 《科学教学研究杂志》2018,55(3):446-476
We analyze longitudinal data from students who spent their academic careers in North Carolina (NC) public secondary schools and attended NC public universities to investigate the importance of high school racial composition and opportunities to learn in secondary school for choosing a science, technology, engineering, and mathematics (STEM) major. We consider school racial composition and opportunities to learn as contexts that shape students' decisions regarding college majors. Results of cross‐classified hierarchical logistic models indicate that attending schools with predominantly White students is negatively associated with declaring a STEM major and with graduating with a STEM major irrespective of students' own race. The finding suggests that for students in North Carolina, attending racially isolated White high schools is related to a decrease in adolescents' participation in STEM during college. 相似文献
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Denise B. Accordino Michael P. Accordino Robert B. Slaney 《Psychology in the schools》2000,37(6):535-545
This study examined the relationship of perfectionism with measures of achievement and achievement motivation and mental health aspects of depression and self‐esteem in high school students. Participants were 123 tenth‐ through twelfth‐grade students. Results of multiple regression analyses indicated that students' personal standards were significant predictors of academic achievement. Students' personal standards also significantly predicted achievement motivation. Analyses of the relationship between perfectionism and depression and self‐esteem found that as students' personal standards increased, their levels of depression decreased and self‐esteem increased. Furthermore, when students experienced a discrepancy between their personal standards and actual performance, their depression levels increased and self‐esteem decreased. © 2000 John Wiley & Sons, Inc. 相似文献
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学生的理想学生观念反映了学生作为学习者的自我认识,并对其受教育动机和愿望有重要影响,而教师的理想学生观念与教室内主流的教育教学模式紧密相关。研究采用半结构式问卷的方法,让教师和学生罗列出他们认为理想学生应具备的最重要的五项特征。研究结果表明,小学教师和学生的理想学生观念主要体现在学习、道德、行为和身心发展四个类别上,其中学生的理想学生观念中成绩好非常重要,但对学习动机、学习能力和学习习惯的重视程度不高;而教师的理想学生观念中最重要的是学生的品德,教师对学习成绩、学习动机和学习能力的重视程度较高,对学习习惯的重视程度较低。教师与学生的理想学生观念存在差异,且他们的观念与国家课程改革提出的教育目标也存在差异。 相似文献
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The impact of summer science‐enrichment programs on high‐school students' science motivation and confidence was evaluated in a 7‐month period following program completion. The programs took place on a college campus. The splashdown effect was defined as program‐related changes the program graduates recognized in themselves that became apparent to them after reentry to their home high school. The effect was studied in a group of 88 gifted girls and boys from 38 high schools. On qualitative and quantitative measures obtained during private interviews, students reported a strong splashdown effect after returning to their high school. Results supported the validity of the splashdown concept. Splashdown motivation and splashdown confidence (i.e., recognition of program‐related gains in motivation and confidence that occurred after high‐school reentry) predicted change in corresponding science attitudes during the follow‐up period. As predicted by social comparison theory, the intensity of the splashdown effect was associated with average school achievement in the student's home high school. Students from academically weaker schools reported stronger splashdown effects. Implications for enhancing and evaluating the effect of science‐enrichment programs on students' science attitudes are discussed. © 2005 Wiley Periodicals, Inc. J Res Sci Teach 42: 359–375, 2005 相似文献
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Erdal Taslidere 《Psychology in the schools》2020,57(9):1385-1403
The current study aimed to determine and predict 12th-grade students' physics achievement in terms of some selected cognitive, physics-related effective, personal, and socioeconomic characteristics in Turkey. Four hundred and ninety-six students (273 female and 223 male) from 18 high schools formed the study group. Findings indicated that cognitive characteristics including science achievement and physics course grades explained the largest amount of variance (60.6%) in the achievement by itself. Physics interest and physics motivation as well as gender and perception of teacher-directed activities also explained a small amount of variance in student achievement. Although none of the socioeconomic characteristic variables were found to be significant, the entire model accounted for 64% of the variance in physics achievement. 相似文献
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Christopher Schatschneider Wendy Peia Oakes Jemma Robertson Kalberg 《Educational Assessment》2013,18(3):185-203
This research attempted to discover the degree to which performance on assessments that have no direct consequences for individual students can be attributed to students' motivational states in addition to their underlying achievement in the domains measured. If such findings were reliable, it would allow us to correct underestimates of domain performance due to lack of motivation. Such corrections would be extremely interesting in explaining differential subgroup performance in state or national assessments that have institutional but not individual consequences. Recent information on international assessments (e.g., the Third International Mathematics and Science Study [TIMSS]) indicates that 12th-grade students in the United States are doing poorly on such assessments compared with their peers in other countries. These poor results are usually attributed to cognitive factors such as students' opportunities to learn, etc. However, a partial explanation may be motivational. Because the low-stakes tests were administered in these 12th-graders' final year in high school, this timing may have negatively affected motivation, and thus performance. Using TIMSS released math items, we provided $10.00 per item correct so as to increase a motivational effect and thus increase performance. However, the monetary incentive was not effective in improving performance. 相似文献
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This is a mix methods follow‐up study in which we reconfirm the findings from an earlier study [Vedder‐Weiss & Fortus [ 2011 ] Journal of Research in Science Teaching, 48(2), 199–216]. The findings indicate that adolescents' declining motivation to learn science, which was found in many previous studies [Galton [ 2009 ] Moving to secondary school: Initial encounters and their effects. Perspectives on Education, 2(Primary‐secondary Transfer in Science), 5–21. Retrieved from www.wellcome.ac.uk/perspectives ; Osborne, Simon, & Collins, [2003] International Journal of Science Education 25(9), 1049–1079], is not an inevitable phenomenon since it appears not to occur in Israeli democratic schools. In addition to reinforcing previous results in a different sample, new results show that the differences between the two school types are also apparent in terms of students' self‐efficacy in science learning, students' perceptions of their teachers' goals emphases, and students' perception of their peers' goals orientation. Quantitative results are accompanied by rich verbal examples of ways in which students view and articulate their own and their teachers' goal emphases. Content analysis of students' interviews showed that students in traditional schools are directed more towards goals that are external and related to the outcome of learning in comparison to democratic school students who are motivated more by goals that are internal and related to the process of learning. Structure analysis of these interviews suggests that democratic school students experience a greater sense of autonomy in their science learning than traditional school students do. Implications for research on students' motivation are discussed, such as considering not only the teacher and the classroom but also the school culture. © 2012 Wiley Periodicals, Inc. J Res Sci Teach 49: 1057–1095, 2012 相似文献
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Concept maps have been recognized as an effective tool for students to organize their knowledge; however, in history courses, it is important for students to learn and organize historical events according to the time of their occurrence. Therefore, in this study, a time sequence-oriented concept map approach is proposed for developing a game-based environment to facilitate students' learning of historical events and their organization during the gaming process. With this approach, students can easily learn the precedence relationships among the historical events that occurred in different time periods with the time sequence-oriented concept map. To evaluate the effectiveness of the proposed approach, a historical role-playing game has been developed for an elementary school history course to examine the students' performance in terms of learning motivation, self-efficacy and learning achievements. A subject unit, the “Siege of Fort Zeelandia by Zheng Cheng-Gong,” was chosen as the history topic. The results show that the proposed approach can significantly enhance the students' learning achievement, but did not affect their learning motivation or self-efficacy for the history course. As a consequence, it is concluded that students can benefit from concept maps in terms of enhancing their learning achievement, but they do not necessarily enjoy using concept maps in game-based learning activities. 相似文献